HIGHER EDUCATION QUARTERLY最新文献

This paper focuses on the evolving landscape of artificial intelligence (AI) regulation and its implications for higher education, emphasising the intersection of technological innovation, ethical considerations, and governance. Tracing AI's trajectory from foundational theories to mainstream adoption, it describes emerging opportunities alongside critical risks related to privacy, bias, accountability, and intellectual property. Through comparison of global regulatory frameworks such as the EU AI Act and national strategies in Australia, China, Canada, the United States, and the United Kingdom, this letter highlights converging principles and persistent gaps in policy enforcement. Particular attention is given to the challenges of integrating AI responsibly within higher education institutions, where issues of academic integrity, authorship, and pedagogical transformation need comprehensive oversight. Accordingly, the paper suggests coordinated institutional strategies, robust legal structures, and ethical safeguards to enhance the effectiveness of AI-integrated university practices while preserving trust, equity, and human-centred values in an increasingly digital academic environment.

The study on The Role of Higher Education Institutions' capacity-building programs in Promoting Transnational Education (TNE) in Uganda focuses on both host and home institutions. The research aimed to assess the impact of TNE, investigate challenges affecting its sustainability, and suggest strategies for improvement. A qualitative exploratory design was adopted, wherein data were collected from university administrators, lecturers, and student leaders at Makerere University. Their responses were coded, transcribed, and analysed thematically. Findings revealed that TNE plays a significant role in expanding access to higher education by offering students international learning opportunities, enhancing academic advancement, and providing global exposure, thereby improving education quality. However, challenges such as inadequate funding and regulatory inconsistencies hinder the long-term sustainability of TNE programs. The study concludes that Transnational Education is instrumental and fundamental in transforming the host university's infrastructure and technology, on top of promoting quality education. The study recommends increased government funding for local universities, through grants, subsidies, and policy incentives, to improve their competitiveness in the TNE space. Additionally, the National Council for Higher Education (NCHE) should establish clear regulatory frameworks to harmonise TNE policies, ensuring quality education and supporting the sustainability of both host and home institutions in Uganda.

With scholars paying increasing attention to the effects of ownership policy of sci-tech achievements, further discussion on the nexus between the ownership policy and the university technology transfer (UTT) efficiency is particularly useful for improving UTT system. Accordingly, this paper investigates the impact mechanism of Chinese ownership policy of sci-tech achievements on UTT efficiency using the regression models based on the OLS method and Tobit model. By proposing a comprehensive evaluation index, this paper quantifies the ownership policy of sci-tech achievements by using the ownership policy system construction capability of sci-tech achievements (PSCC) in 30 provinces. A dynamic two-stage data envelopment analysis model with considering ownership policy heterogeneity is constructed to assess and analyse the UTT efficiency. We find that regardless of the overall system and sub-stages, the efficiency of leading areas classified by PSCC tends to be higher than that of other areas. Among policy support dimensions, element support level exerts a significantly positive impact on UTT efficiency and its sub-stage efficiencies, serving as the core driving factor, while subject support level has no significant effect.

This paper proposes a new theoretical framework, Worldmaking In TNE, that uses humanistic training as a strategy for embedding intercultural understanding, building competence, and nurturing global citizenship in US transnational education. The basis for the framework is the research of Harvard educator, Doris Sommer. The Work of Art in the World explores how thinking like an artist can enable civic agency and change paradigms. The author applies Sommer's findings to a core paradigm of US transnational education, US HEI owned and operated overseas education centres (“global centres”, referring to branch campuses and study centres) and asks how embracing the link between creativity and humanistic interpretation might be used as a tool to reframe education in these centres to reduce cultural isolation and better achieve US government ambitions for transnational education within the curriculum. US government ambitions for transnational education are defined and discussed alongside an analysis of its scale globally. The prominence of the global centre paradigm is established and its rationale explained. The challenges of the model in relation to students' acquisition of intercultural competence are identified. How centres could apply Worldmaking In TNE as a practice to support intercultural development is presented.

This study explores the questioning techniques employed by Higher Education Institution (HEI) students in simulated scenarios following their participation in a training course, as well as their perspectives on the role of questioning in fostering a culture of inquiry and continuous improvement in schools. A mixed-methods approach was used, involving 17 participants enrolled in the Educational Studies program at a private university in the Republic of Cyprus. The results indicate that participants employ diverse questioning techniques and view questioning as essential for fostering critical thinking, collaboration and argumentation. Additionally, they recognize its role in promoting dialogic practices, reflective thinking and open communication, despite the identified challenges associated with its use. This study significantly contributes to the field of higher education by emphasizing the need to integrate such strategies into initial teacher education. It offers practical recommendations for embedding these strategies in university programs, thereby supporting future educators in enhancing their dialogic and argumentative skills.

Debate has a long tradition in higher education and is increasingly valued as a formative methodology. Its learning potential, however, may depend on the kind of argumentation used. Evidence comparing how communicative goals shape students' argumentative style in formative debates remains scarce. This study explored how university students' oral argumentation varies in debates with persuasive or deliberative objectives. Psychology students debated on four occasions. A collection of 32 debate preparations and 16 debate executions was analysed, and the argumentative moves used were identified with a coding scheme. Analysis of the distribution of moves showed global differences between debate types. Persuasive debates featured more own arguments, counter-arguments to the opponent, notions/definitions, interruptions and certainty language. And deliberative debates had more counter-arguments to one's own stance, change of position, active search for reasons and uncertainty language. These findings are discussed within the context of their pedagogical and educational policy implications.